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How do we adapt the curriculum & Learning Environment? How do we consult with parents & the pupils to involve them in the education and prepare them for adulthood?

How do we adapt the curriculum and learning environment?

Young people:

What you learn at the school will depend on how much you know already. If you are a younger pupil you will learn what everyone else learns in other schools but at a level you can understand. There are plenty of staff to help you understand and who will guide you to make sure what you learn are the right things for your future. As you get older at the school you have more choice in what you learn.

 

Parents and carers: 

This school is committed to working equally with all pupils who come here.

 

We provide access to a high quality education and ensure that we do all we can to meet pupils’ individual needs, whether that be a learning difficulty, a physical need, a visual or hearing impairment or any other need.

We aim to provide a safe, stimulating and caring educational environment, in which all pupils are able to learn and develop their social, creative and academic skills. We will make adaptations wherever possible to meet each child’s needs

We provide access to a broad, balanced and relevant curriculum, with a wide range of learning experiences available. Also, we recognise the need to offer education, designed to meet the identified needs of each pupil.

Throughout the curriculum, students are encouraged to have an understanding of themselves and the world about them, enabling them to become self-confident young people and to develop their skills in a setting which is both structured and caring.

Our curriculum is designed to engage pupils with a variety of needs while meeting national requirements. The curriculum is organised into four broad streams which recognise a pupils’ stage of learning while the breadth of what we offer acknowledges a pupil’s age:

 

Curriculum and learning environment is offered at these four different levels depending upon:

  • The subject / scheme of work being taught                     
  • The needs of the individual pupil
  • The overall needs of the group
  • Equality of access to our specialist facilities

All these levels include

  • Well differentiated quality first teaching (whole class)
  • Small group interventions
  • One to one tuition
  • Independent study

 

KEY STAGE 1-3

The work is made relevant and interesting through careful planning and a programme of thematic work, which links the subjects together and makes them meaningful for our pupils. A wide range of resources support the curriculum including a library, comprehensive multi-media material, computer software, Interactive whiteboards, Internet access etc. The curriculum includes:

  • Communication and Literacy
  • Maths
  • Computing
  • Science
  • RE
  • Personal, Social & Health Education
  • Technology (e.g. food)
  • Music
  • Citizenship
  • Art and design
  • Physical Education. 
  • Modern foreign languages.

 

KEY STAGE 4

Students continue to be organised into the four streams: Life Choices; Life Skills; Vocational and Academic. The curriculum becomes more individualised with a greater range of choices.

In Key Stage 4 the curriculum includes:

  • English
  • Maths
  • Religious Education
  • Science
  • An pathway option
  • Personal, Social & Health Education
  • Physical Education
  • Computing
  • Creative

 

KEY STAGE 5

In Key Stage 5 the curriculum includes:

We offer accreditation through:

  • English
  • Maths
  • Life Skills including moral and ethics / Religious Education
  • Physical education
  • Personal, Social and Health Education
  • An pathway option
  • OCR Entry Levels and Levels 1, 2 and 3  (for Literacy, Numeracy and ICT)
  • AIMS Award Scheme
  • Edexel vocational qualifications for Entry 1 – 3 and level 1 and 2
  • BTEC
  • GCSE equivalent accreditation

GCSE courses wherever relevant and appropriate                

 

We offer additional nationally recognised certificates which will support pupils in their future lives including food hygiene, workplace health and safety and first aid. Pupils in Key Stages 4 and 5 choose an option from different pathways and in addition to their core curriculum follow the pathway for at least three afternoons per week.

  • Horticulture
  • Sensory and communication
  •  Duke of Edinburgh Scheme
  • Sports and Fitness
  • Hospitality and catering
  • Animal care
  • Bicycle maintenance
  • Multi-skills decorating and DIY

 

 

Internships

Some of our students spend their final year at school as an intern at a workplace.  This is a year long placement where school supports students to gain experience in a range of different roles. They are supported by trained job coaches and study towards gaining BTEC work skills. This is an invaluable experience for some of our students and we thank National Grid, Hinckley and Bosworth Council and Kennedy’s Hair Salon for their support.

 

Work experience

Most of our students also have opportunities for work experience supported at different levels according to their needs.

 

Sport and Fitness at Dorothy Goodman School

Swimming sessions are held at local pools and provide a very important learning experience for the pupils. We use Hinckley Leisure Centre for the main body of the school, a separate session at a local pool for the older students, and our own pool for hydrotherapy sessions, which are necessary to meet the needs of some of our pupils.

The school has links with many establishments in the area and students have the opportunity to use other local facilities. In particular, small groups of pupils attend local secondary schools for integrated PE sessions. We operate a variety of clubs and activities to promote health & fitness.

 

Pupils from the school have been members of various Special Olympics teams.  We believe that opportunities for regular exercise and sports are an important part of pupils' development, and all pupils are offered physical education in the curriculum appropriate to their needs.

Physiotherapy is incorporated throughout the school day to meet individual pupil’s needs.

 

How do we consult with parents and the pupils to involve them in the education and prepare them for adulthood?

Young People:

You will have a home/ school diary so your parents/carer and class staff can regularly communicate and support you together. When you get older, you may do some of this for yourself. 

 

Every year you are invited to attend your annual review or can choose to give your views by video or however you choose. All students aged 14 and over have more chances to talk about wider issues relating to your life and dreams.

 

There is a school council for the students in the school to share their views and ideas.

Parents and Carers:

Every child has a home/school diary. This is a two way communication and we value the input from home. It is completed by school on a daily or weekly depending on your child’s needs. .

Formal EHC plan reviews are held annually, with parents and their child and any professionals currently involved. Any aspects of a child's development can be discussed at the review, and parents will be fully involved in setting targets for the following twelve months as well as longer term outcomes for the next 3 years or so.

We hold three parent consultation events each year in addition to the annual review meetings. These provide an opportunity to discuss progress and any issues that may be arising.

If it is considered that the education provided is not meeting the needs of the child, we do not hesitate in seeking the help of outside professionals or arranging a review of provision within school.  

 

We have a parent working group which is open to any parent and meets termly.